FIRST

NAME:

LAST NAME:

Reporting Category 1:Cell Structure and Function

The student will demonstrate an understanding of biomolecules as building blocks of cells, and
function of living things.

TEKS

B.4 Science concepts. The student knows that cells are the basic structu
living things with specialized parts that perform specific functions and t
are different from cells.
B.4(A) The student is expected to compare and contrast prokaryotic and eukaryotic cells.

B.4(B) The student is expected to investigate and explain cellular processes, including hom
energy conversions, transport of molecules, and synthesis of new molecules;

B.4 (C) The student is expected to compare the structures of viruses to cells, describe vira
and describe the role of viruses in causing diseases such as human immunodeficiency viru
influenza.

TEKS

B.5 Science concepts. The student knows how an organism grows and t
importance of cell differentiation

B.5(A) The student is expected to describe the stages of the cell cycle, including deoxyribo
(DNA) replication and mitosis, and the importance of the cell cycle to the growth of organi

B.5(B) The student is expected to examine specialized cells, including roots, stems, and le
and animal cells such as blood, muscle, and epithelium.

B.5(C) The student is expected to describe the roles of DNA, ribonucleic acid (RNA), and en
factors in cell differentiation.

B.5(D) The student is expected to recognize that disruptions of the cell cycle lead to disea
cancer.

TEKS

B.9 Science concepts. The student knows the significance of various mo

involved in metabolic processes and energy conversions that occur in li
organisms.

B.9(A) The student is expected to compare the structures and functions of different types
including carbohydrates, lipids, proteins, and nucleic acids.
B.9(D) The student is expected to analyze and evaluate the evidence regarding formation
molecules and their organization into long complex molecules having information such as
molecule for self-replicating life.

Reporting Category 2: Mechanisms of Genetics

The student will demonstrate an understanding of the mechanisms of genetics.

TEKS

B.6 Science concepts. The student knows the mechanisms of genetics, i

role of nucleic acids and the principles of Mendelian Genetics.

B.6(A) The student is expected to identify components of DNA, and describe how informat
the traits of an organism is carried in the DNA.

B.6(B) The student is expected to recognize that components that make up the genetic co
to all organisms.

B.6(C) The student is expected to explain the purpose and process of transcription and tra
models of DNA and RNA.
B.6(D) The student is expected to recognize that gene expression is a regulated process.
B.6(E) The student is expected to identify and illustrate changes in DNA and evaluate the
these changes.

B.6(F) The student is expected to predict possible outcomes of various genetic combinatio
monohybrid crosses, dihybrid crosses and non-Mendelian inheritance.

B.6(G) The student is expected to recognize the significance of meiosis to sexual reproduc

B.6(H) The student is expected to describe how techniques such as DNA fingerprinting, ge
modifications, and chromosomal analysis are used to study the genomes of organisms.

Reporting Category 3:Biological Evolution and Classification

The student will demonstrate an understanding of the theory of biological evolution and the hie

TEKS

B.7 Science concepts. The student knows evolutionary theory is a scien

explanation for the unity and diversity of life.

B.7(A) The student is expected to analyze and evaluate how evidence of common ancestry
provided by the fossil record, biogeography, and homologies, including anatomical, molecu
developmental.
B.7(B) The student is expected to analyze and evaluate scientific explanations concerning
sudden appearance, stasis, and sequential nature of groups in the fossil record.

B.7(C) The student is expected to analyze and evaluate how natural selection produces ch
populations, not individuals.

B.7(D) The student is expected to analyze and evaluate how the elements of natural select
inherited variation, the potential of a population to produce more offspring than can survi
supply of environmental resources, result in differential reproductive success.

B.7(E) The student is expected to analyze and evaluate the relationship of natural selectio
and to the development of diversity in and among species.

B.7(F) The student is expected to analyze and evaluate the effects of other evolutionary m
including genetic drift, gene flow, mutation, and recombination.

B.7(G) The student is expected to analyze and evaluate scientific explanations concerning
of the cell.

TEKS

B.8 Science concepts. The student knows that taxonomy is a branching

based on the shared characteristics of organisms and can change as ne
are made.

B.8(A) The student is expected to define taxonomy and recognize the importance of a stan
taxonomic system to the scientific community.

B.8(B) The student is expected to categorize organisms using a hierarchical classification s

similarities and differences shared among groups.
B.8(C) The student is expected to compare characteristics of taxonomic groups, including
bacteria, protists, fungi, plants, and animals.

Reporting Category 4:Biological Processes and Systems

The student will demonstrate an understanding of metabolic processes, energy conversions, an

organisms.

TEKS

B.9 Science concepts. The student knows the significance of various mo

involved in metabolic processes and energy conversions that occur in li
organisms.

B.9(B) The student is expected to compare the reactants and products of photosynthesis a
respiration in terms of energy and matter.
B.9(C) The student is expected to identify and investigate the role of enzymes.

TEKS

B.10 Science concepts. The student knows that biological systems are c
multiple levels.

B.10(A) The student is expected to describe the interactions that occur among systems th
functions of regulation, nutrient absorption, reproduction, and defense from injury or illne

B.10(B) The student is expected to describe the interactions that occur among systems th
functions of transport, reproduction, and response in plants.

B.10(C) The student is expected to analyze the levels of organization in biological systems
levels to each other and to the whole system.

TEKS

B.11 Science concepts. The student knows that biological systems work
and maintain balance.

B.11(A) The student is expected to describe the role of internal feedback mechanisms in th
of homeostasis.

Reporting Category 5:Interdependence within Environmental Systems

The student will demonstrate an understanding of the interdependence and interactions that oc
significance.

TEKS

B.11 Science concepts. The student knows that biological systems work
and maintain balance.

B.11(B) The student is expected to investigate and analyze how organisms, populations, a
respond to external factors.

B.11(C) The student is expected to summarize the role of microorganisms in both maintain
disrupting the health of both organisms and ecosystems.

B.11(D) The student is expected to describe how events and processes that occur during e
succession can change populations and species diversity.

TEKS

B.12 Science concepts. The student knows that interdependence and in

occur within an environmental system.

B.12(A) The student is expected to interpret relationships, including predation, parasitism

mutualism, and competition among organisms.

B.12(B) The student is expected to compare variations and adaptations of organisms in diff
ecosystems.
B.12(C) The student is expected to analyze the flow of matter and energy through trophic
various models, including food chains, food webs, and ecological pyramids.

B.12(D) The student is expected to recognize that long-term survival of species is depende
resource bases that are limited.

B.12(E) The student is expected to describe the flow of matter through the carbon and nitr
explain the consequences of disrupting these cycles.

B.12(F) The student is expected to describe how environmental change can impact ecosys

Scientific Process Skills

These skills will not be listed under a separate reporting category. Instead, they will be incorpo
40% of the test questions from reporting categories 15 and will be identified along with conte

TEKS

(B.1) Scientific processes. The student, for at least 40% of instructiona

conducts laboratory and field investigations using safe, environmentally
appropriate, and ethical practices.

B.1(A) The student is expected to demonstrate safe practices during laboratory and field i

B.1(B) The student is expected to demonstrate an understanding of the use and conservat
and the proper disposal or recycling of materials.

TEKS

(B.2) Scientific processes. The student uses scientific methods and equ
during laboratory and field investigations.

B.2(A) The student is expected to know the definition of science and understand that it ha
specified in chapter 112.34, subsection (b)(2) of 19 TAC.

B.2(B) The student is expected to know that hypotheses are tentative and testable statem
be capable of being supported or not supported by observational evidence. Hypotheses of
explanatory power which have been tested over a wide variety of conditions are incorpora
theories.
B.2(C) The student is expected to know scientific theories are based on natural and physic
and are capable of being tested by multiple independent researchers. Unlike hypotheses,
theories are well-established and highly-reliable explanations, but they may be subject to
areas of science and new technologies are developed.

B.2(D) The student is expected to distinguish between scientific hypotheses and scientific

B.2(E) The student is expected to plan and implement descriptive, comparative, and exper
investigations, including asking questions, formulating testable hypotheses, and selecting
technology.

B.2(F) The student is expected to collect and organize qualitative and quantitative data an
measurements with accuracy and precision using tools such as calculators, spreadsheet so
collecting probes, computers, standard laboratory glassware, microscopes, various prepar
stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropi
lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, came
lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of b
specimens or structures.

B.2(G) The student is expected to analyze, evaluate, make inferences, and predict trends f

B.2(H) The student is expected to communicate valid conclusions supported by the data th
such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral report
technology-based reports.

TEKS

(B.3) Scientific processes. The student uses critical thinking, scientific r

and problem solving to make informed decisions within and outside the

B.3(A) The student is expected to in all fields of science, analyze, evaluate, and critique sc
explanations by using empirical evidence, logical reasoning, and experimental and observ
including examining all sides of scientific evidence of those scientific explanations, so as t
critical thinking by the student.

B.3(B) The student is expected to communicate and apply scientific information extracted
sources such as current events, news reports, published journal articles, and marketing m

B.3(C) The student is expected to draw inferences based on data related to promotional m
products and services.

B.3(D) The student is expected to evaluate the impact of scientific research on society and
environment.

B.3(E) The student is expected to evaluate models according to their limitations in represe
objects or events.

B.3(F) The student is expected to research and describe the history of biology and contrib
scientists.

PERIOD:

ction

cules as building blocks of cells, and that cells are the basic unit of structure and

t cells are the basic structures of all

orm specific functions and that viruses

READINESS (R)
OR SUPPORTING
(S)

prokaryotic and eukaryotic cells.

n cellular processes, including homeostasis,

is of new molecules;

s of viruses to cells, describe viral reproduction,

as human immunodeficiency virus (HIV) and

w an organism grows and the

the cell cycle, including deoxyribonucleic acid

cell cycle to the growth of organisms.

lls, including roots, stems, and leaves of plants;

NA, ribonucleic acid (RNA), and environmental

ons of the cell cycle lead to diseases such as

significance of various molecules

conversions that occur in living

PERCENT
CORRECT

s and functions of different types of biomolecules,

ds.

he evidence regarding formation of simple organic

cules having information such as the DNA

cs

anisms of genetics.

mechanisms of genetics, including the

ndelian Genetics.

f DNA, and describe how information for specifying

READINESS (R)
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PERCENT
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ents that make up the genetic code are common

d process of transcription and translation using

xpression is a regulated process.

changes in DNA and evaluate the significance of

mes of various genetic combinations such as

n inheritance.

nce of meiosis to sexual reproduction.

es such as DNA fingerprinting, genetic

dy the genomes of organisms.

d Classification

y of biological evolution and the hierarchical classification of organisms.

olutionary theory is a scientific

.

READINESS (R)
OR SUPPORTING
(S)

PERCENT
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how evidence of common ancestry among groups is

gies, including anatomical, molecular, and

cientific explanations concerning any data of

ups in the fossil record.

how natural selection produces change in

how the elements of natural selection, including

uce more offspring than can survive, and a finite
reproductive success.

S
S

he relationship of natural selection to adaptation

s.

he effects of other evolutionary mechanisms,

nation.

cientific explanations concerning the complexity

t taxonomy is a branching classification

isms and can change as new discoveries

ecognize the importance of a standardized

using a hierarchical classification system based on

s of taxonomic groups, including archaea,

nd Systems

c processes, energy conversions, and interactions and functions of systems in

significance of various molecules

conversions that occur in living

READINESS (R)
OR SUPPORTING
(S)

PERCENT
CORRECT

and products of photosynthesis and cellular

e the role of enzymes.

S
S

at biological systems are composed of

ons that occur among systems that perform the

n, and defense from injury or illness in animals.

ons that occur among systems that perform the

nts.

organization in biological systems and relate the

at biological systems work to achieve

nternal feedback mechanisms in the maintenance

n Environmental Systems

dependence and interactions that occur within an environmental system and their

at biological systems work to achieve

READINESS (R)
OR SUPPORTING
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ze how organisms, populations, and communities

f microorganisms in both maintaining and

.

and processes that occur during ecological

.

PERCENT
CORRECT

at interdependence and interactions

s, including predation, parasitism, commensalism,

nd adaptations of organisms in different

atter and energy through trophic levels using

ological pyramids.

erm survival of species is dependent on changing

matter through the carbon and nitrogen cycles and

mental change can impact ecosystem stability.

egory. Instead, they will be incorporated into at least

d will be identified along with content standards.

t least 40% of instructional time,

using safe, environmentally

tices during laboratory and field investigations.

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standing of the use and conservation of resources

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scientific methods and equipment

science and understand that it has limitations, as

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are tentative and testable statements that must

rvational evidence. Hypotheses of durable
ariety of conditions are incorporated into

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s are based on natural and physical phenomena

researchers. Unlike hypotheses, scientific
tions, but they may be subject to change as new

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cientific hypotheses and scientific theories.

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scriptive, comparative, and experimental

estable hypotheses, and selecting equipment and

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ualitative and quantitative data and make

uch as calculators, spreadsheet software, dataware, microscopes, various prepared slides,
trophoresis apparatuses, micropipettors, hand
or journals, timing devices, cameras, Petri dishes,
models, diagrams, or samples of biological

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ke inferences, and predict trends from data.

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nclusions supported by the data through methods

s, journals, summaries, oral reports, and

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critical thinking, scientific reasoning,

ons within and outside the classroom.

analyze, evaluate, and critique scientific

ng, and experimental and observational testing,
ose scientific explanations, so as to encourage

y scientific information extracted from various

journal articles, and marketing materials.

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PS

on data related to promotional materials for

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scientific research on society and the

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ding to their limitations in representing biological

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the history of biology and contributions of

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